Modified delphi investigation of exercise science in physical education teacher education

Abstract

As physical education teacher educators experiment with alternative pedagogical approaches to bridge the gap between subdisciplinary theory and professional practice, the need for enhanced multidisciplinary research and communication continues. The purpose of this study was to determine the critical exercise science competencies, and associated instructional methods, that are recommended for inclusion in the physical education teacher education undergraduate curriculum. An initial list of theoretical and applied exercise science competencies was constructed using the knowledge, skills, and abilities recommended by the American College of Sports Medicine for individuals working in the field of exercise science. The two-round, modified Delphi procedure involved the repeated circulation of this questionnaire to a small panel of content experts. Experts in the field of physical education, including exercise science specialists, physical education teacher educators, and physical education teachers, were sampled to determine which theoretical and applied exercise science competencies are critical for the preparation of prospective physical educators. The Delphi panel members were required to rate each questionnaire item in terms of its theoretical importance and pedagogical relevance using a five-point Likert scale. The data collected during the second round of questioning were employed to provide a final measure of consensus regarding the critical strength of each exercise science competency. An item had to meet the following criteria in order to be considered of both critical importance and relevance: (a) the item received a mean rating of at least four or higher in the areas of importance and relevance; and (b) the item received at least 75% of all individual ratings at the four level or higher. Any item that failed to meet these criteria was considered to be non-critical. The Delphi panel members were also asked to complete an addendum survey concerning their recommendations regarding the four most effective instructional methods for the delivery of exercise science to prospective physical education teachers. The results of this scholarly process, which includes a final list of recommended exercise science competencies and instructional methods, have provided a conceptual framework upon which physical education teacher educators can make future curricular decisions in the area of exercise science. iii DEDICATION This manuscript is dedicated to the teachers who inspired me to pursue a career in higher education. Most notably to my mother, Harriett Ann Bulger, whose passion for teaching and creativity is overshadowed only by her uncompromising commitment to the students she serves.

Key aspects of scientific competence for citizenship: A Delphi study of the expert community in Spain

“…In fact, with the method now being applied to an increasing variety of fields and for a wide range of purposes, the definition of “expert” has shifted away from that of a specialist with extensive knowledge of the topic under study to a broader view incorporating those persons whose professional situation and personal resources will enable them to make a positive contribution to the research question (Landeta, ). Furthermore, it is not unusual for Delphi panels to include individuals with varying degrees of expertise in a particular area (Stahl & Stahl, 1991; Bulger, ). Hsu and Sandford () state that individuals can be considered eligible to participate in a Delphi study provided their training and experience are related to the topic under investigation, they are capable of making a helpful input, and they are willing to revise their initial or previous views in order that consensus may be attained.…”

Design, Validation, and Reliability of Survey to Measure Knowledge of Nutrition, Weight Control and its Risks

“…The combination of internal reviews, mini-pilot studies with athletes and coaches, and the experts' opinions contributed to increasing the clarity, understanding, and proper terminology of the survey. The quantitative evaluation done by experts allowed for the establishment of the pertinence of the sections and questions of the survey (Bulger, Housner, 2007;Escurra, 1989; Padilla, Gómez, Hidalgo, Muñiz, 2007; Zhu, Ennis, Chen, 1998). The levels of content validity found are higher than the proposed minimum (Penfield, Giacobbi, 2004).…”

“…mean, median, and mode) was also done. Following Bulger and Housner (2007), questions with values lower than 7.0 were eliminated, questions with values between 7.1 and 8.0 were modified, and questions with values greater than 8.1 were accepted or accepted with modifications. With the values from the quantitative evaluation done by the experts, the Aiken's V was calculated (Penfield, Giacobbi, 2004).…”

Diseño y validación de un instrumento para evaluar los contenidos conceptuales sobre voleibol en Educación Secundaria Obligatoria

“…De esta forma, se asegura que el nivel superior de conocimientos por el que se pregunta (en relación con la dificultad de la propia pregunta, y a la comprensión de la respuesta), corresponde a esta etapa educativa. Estas contribuciones de tipo cualitativo, por parte de los jueces expertos, son indispensables en el desarrollo de un instrumento (Bulger & Housner, 2007;Carretero-Dios & Pérez, 2005;Padilla, Gómez, Hidalgo, & Muñiz, 2007;Ortega, Giménez et al, 2008;Subramanian & Silverman, 2000;Wieserma, 2001;Zhu, Ennis, & Chen, 1998), ya que aportan información relevante para eliminar o modificar posibles ítems (Dunn et al, 1999). Las opiniones y sugerencias indicadas por los jueces expertos fueron tenidas en cuenta y modificadas en los cuestionarios finales (anexos 1 y 2).…”